An Investigation of Distance Teaching: Perceptions, Practices and Perspectives

The present study is an investiagtion of distance teaching as an alternative to in-person classes during a lockdown. The study aims at unveiling the teachers and students’ perceptions and attitudes towards e-teaching/learning during a pandemic crisis. As an alternative to face -to face interviews with the teachers and the students because of the sanitary conditions, the tools have been adapted to existing conditions. To obtain data, two tools have been used online, a semi- structured interview with (n 51) master students and a lickert scale questionnaire for (n 18) teachers in the department of English in the university Abdelhamid Ibn Badis in Algeria.Findings revealed the reluctance in the exclusive use of distance teaching by the majority of teachers and the students. The great majority of them also prefers in person classes.This is justified by technical difficulties, lack of comprehension, poor internet flow and a lack of training.

The relationship between commitment to teaching, teacher efficacy, marginalisation and isolation

This study aimed to examine the relationship between commitment to teaching, teacher efficacy, physical education teachers' marginalisation and isolation. Four hundred and eight physical education and sports teachers voluntarily participated in the study. Klein et al.’s Unidimensional Target-Free Commitment Scale was used to assess physical education teachers' commitment to teaching by designing the items to measure commitment to teaching. Perceptions of marginalisation and isolation were evaluated by using the Physical Education-Marginalisation and Isolation Scale. The Ohio Teacher Efficacy Scale was used to determine the level of efficacy beliefs. According to the results, teachers' efficacy positively predicted commitment to teaching, while a high correlation was found between these factors. Teachers' efficacy and commitment to teaching are negatively associated with marginalisation and isolation. Consequently, this study revealed that teachers having a sense of efficacy become more committed to teaching. Correspondingly, this will result in a reduction in marginalisation and isolation. Keywords: Teacher, efficacy, marginalisation, isolation, commitment.

Peer assessments of research advisors and effects on investments in teaching

In recent years, research on faculty performance measures has increased. Although peer reviews are an integral part of faculty’s work and require time investment, they are typically not considered in measuring faculty performance. The aim of this research was to investigate associations between evaluations of peers’ performance as research advisors, and teaching perceptions. We employed Exploratory Factor Analysis, followed by Structural Equation Modeling, to test our model’s goodness-of-fit. Results show that the stronger the satisfaction from assessing peers’ performance as advisors, the greater the perceived significance of teaching. Excellence in teaching also effects teaching perceptions. Furthermore, female faculty members gained more satisfaction from assessing peers than did males. It has been argued that there is no association between teaching and assessing peers’ performance as research advisors. The findings of this study address the literature gap regarding the link between teaching quality and research, by employing the Projection theory.

Percepções docentes a partir de uma intervenção pedagógica esportiva

OBJETIVO: O estudo buscou verificar a percepção das professoras do currículo de uma escola pública da rede estadual de Pelotas (RS) sobre o desempenho motor, cognitivo e comportamental das suas turmas, a partir da intervenção pedagógica do projeto de extensão Jogando para Aprender (JPA). MÉTODOS: Participaram da pesquisa duas professoras, responsáveis pelo primeiro e segundo ano do Ensino Fundamental. Para a coleta das informações foram utilizadas entrevistas do tipo semiestruturada, aplicadas antes e após a realização da intervenção. Para analisar as informações nos aproximamos da técnica de Bardin, realizando a análise de maneira cronológica.RESULTADOS: A percepção da evolução dos alunos, os quais passaram a ser mais organizados, cooperativos e menos agressivos.CONCLUSÃO: A investigação se mostrou importante, tanto porque possibilita a aquisição de informações pertinentes a futuras intervenções, como também expressa uma relação positiva da ampliação de vivências motoras com aspectos comportamentais dos alunos participantes.ABSTRACT. Teaching perceptions from a sporty pedagogical intervention.OBJECTIVE: This study seek to verify the perception of curriculum teachers of a state public school about the motor, cognitive and behavioral performance of their classes from the pedagogical intervention of the extension project.METHODS: Two teachers participated in the research, responsible for the first and second years of elementary school. To collect the information, semi-structured interviews were used, applied before and after the intervention. To analyze the information, the Bardin techinic was used, performing the analysis in a chronological way. RESULTS: The perception of the students’ evolution, who showed to be more organized, cooperative and less aggressive.CONCLUSION: The investigation proved to be important both, for the acquisition of information pertinent to future interventions, as well as expressing the positive influence of the expansion of motor experiences with behavioral aspects of the participating students.

Peer Assessments of research Advisors and effects on investments in teaching

In recent years, research on faculty performance measures has increased. Although peer reviews are an integral part of faculty’s work and require time investment, they are typically not considered in measuring faculty performance. The aim of this research was to investigate associations between evaluations of peers’ performance as research advisors, and teaching perceptions. We employed Exploratory Factor Analysis, followed by Structural Equation Modeling, to test our model’s goodness-of-fit. Results show that the stronger the satisfaction from assessing peers’ performance as advisors, the greater the perceived significance of teaching. Excellence in teaching also effects teaching perceptions. Furthermore, female faculty members gained more satisfaction from assessing peers than did males. It has been argued that there is no association between teaching and assessing peers’ performance as research advisors. The findings of this study address the literature gap regarding the link between teaching quality and research, by employing the Projection theory.